Unit 3 Food and Culture-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第二册

Unit 3 Food and Culture-Reading and Thinking 内容导航 The passage Culture and Cuisine, from a foreigner’s perspective, introduces the connection between food and culture by sharing experiences of tasting Chinese food in America and various regions of China, reflecting cultural connotations behind different cuisines. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and sentence patterns related to food and culture, and improve reading comprehension and expression skills. Cultural Awareness: Understand the diversity of food cultures, perceive the profound connotation of Chinese food culture, and cultivate cultural confidence and cross-cultural tolerance. Thinking Quality: Develop logical analysis and critical thinking by analyzing the relationship between food and culture. Learning Ability: Master reading strategies such as skimming and scanning, and enhance autonomous and cooperative learning abilities. 2. 教学重难点 Key Points: Grasp the main idea and structure of the passage, master core vocabularies (cuisine, authentic, stuff, roast, etc.) and sentence patterns (attributive clauses, adjective phrases as adverbials). Difficult Points: Deeply understand the cultural connotations behind different cuisines, accurately analyze the author’s emotional changes and writing purposes, and use English to express the connection between food and culture. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the topic of food and culture, activate their existing knowledge reserves, and lay a foundation for the subsequent reading link. First, the teacher will show pictures of typical food from different countries and regions, such as General Tso's chicken in America, Sichuan peppercorns in China, lamb kebab in Xinjiang, and dimsum in Guangdong. Then, the teacher will ask guiding questions to interact with students: “What’s your favorite food? Do you know the cultural meaning behind it? Have you ever tried foreign food, and what do you think of its characteristics?” After students express their opinions freely, the teacher will summarize: Food is not only a necessity for people’s survival, but also a carrier of culture. Different regions have different food cultures, which reflect the living habits, personalities and historical traditions of local people. Today, we will read a passage written by a foreigner, who shares his experiences of tasting Chinese food and explores the deep connection between food and culture. Then, the teacher writes the title “Culture and Cuisine” on the blackboard and briefly introduces the background of the passage: The author is a foreigner who has traveled to many places in China and recorded his feelings and insights about Chinese food and culture, which helps us better understand the relationship between food and culture. In this link, the teacher should pay attention to encouraging students to speak actively, guide them to connect their own life experiences with the topic, and create a relaxed and active classroom atmosphere. At the same time, the teacher can appropriately present some simple English expressions related to food, such as “traditional dish”, “local flavor”, “cooking method”, to help students adapt to the English expression environment in advance. Step 2: Pre-reading (Vocabulary and Background Preview) Pre-reading is an important link to help students remove reading obstacles and improve reading efficiency. This link mainly includes two parts: vocabulary preview and background supplement. First, vocabulary teaching. The teacher will list the core vocabularies and phrases in the passage, combine pictures, examples and context to help students understand and master them, focusing on the pronunciation, meaning and usage of the words. For example, for the word “cuisine”, the teacher will explain that it means “a style or method of cooking, especially as characteristic of a particular country, region, or person”, and give examples: “Chinese cuisine is famous all over the world.” “French cuisine is known for its elegance.” For the word “authentic”, the teacher will explain its meaning of “genuine; real” and distinguish it from “fake”, with examples: “This is an authentic Chinese recipe, not a modified one.” For phrases such as “consist of”, “be stuffed with”, the teacher will explain their usage and give example sentences, and let students make sentences by themselves to deepen their understanding. In addition, the teacher will focus on explaining the key sentence patterns in the passage, such as the attributive clause (“General Tso's chicken, which consists of fried chicken covered in a sweet sauce, favoured with hot red peppers, is probably not an authentic Chinese recipe.”) and the adjective phrase as adverbial (“Tired, hungry, and not knowing a word of Chinese, we had no idea how to order.”), explaining their structural characteristics and usage, so that students can better understand the sentence structure in the passage. Then, background supplement. The teacher will briefly introduce the background of the saying “You are what you eat” mentioned in the passage. The saying was put forward by the French author Jean Anthelme Brillat-Savarin, which originally means that a person’s diet can reflect his personality, character and culture, not just his health status. At the same time, the teacher will briefly introduce the differences between Chinese food in America and authentic Chinese food, explaining that Chinese food in America has been modified to suit American tastes, which lays a foundation for students to understand the content of the second paragraph of the passage. In addition, the teacher can briefly introduce several major Chinese cuisines mentioned in the passage, such as Sichuan cuisine, Shandong cuisine, and Cantonese cuisine, focusing on their characteristics, so that students can have a preliminary understanding of these cuisines and better understand the author’s experience. In this link, the teacher can adopt the form of group cooperation, let students discuss the meaning and usage of words in groups, and then invite representatives to share, which not only improves students’ participation, but also helps students master vocabulary more firmly. At the same time, the teacher should timely correct students’ wrong pronunciations and usages to ensure that students can master the core vocabulary and sentence patterns correctly. Step 3: While-reading (Comprehension and Analysis) While-reading is the core link of the teaching process, aiming to help students understand the main content, structure and details of the passage, and improve their reading comprehension ability. This link is divided into three parts: skimming, scanning and careful reading. First, skimming. The teacher asks students to read the passage quickly (within 3-5 minutes) and answer two questions: 1. What is the main idea of the passage? 2. What is the author’s purpose of writing this passage? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The main idea of the passage is that the author shares his experiences of tasting Chinese food in America and various regions of China, and explores the deep connection between food and culture. The author’s purpose is to let readers understand that food is a carrier of culture, and different foods reflect different cultural connotations, so we should respect and understand the diversity of food cultures. At the same time, the teacher guides students to find the topic sentence of the passage. The first paragraph, with the famous saying of Jean Anthelme Brillat-Savarin, introduces the theme of “You are what you eat”, which lays the foundation for the whole passage. Second, scanning. The teacher asks students to read the passage again, scan for specific information, and fill in the following form, which helps students sort out the author’s travel experience and the food and cultural connotations he encountered in each place. The form is as follows: Places Food Tasted Cultural Connotations America General Tso's chicken Americans love bold, simple flavors and are not afraid to try new foods. Beijing, China Sichuan food (Sichuan peppercorns) The friendship and kindness of Chinese people. Shandong Province, China Boiled dumplings, pancake rolls stuffed with sliced Chinese green onions Family is important to local people; making dumplings is a family affair. Northern Xinjiang, China Roasted lamb kebab Kazak and Inner Mongolian people traditionally wandered the open range on horses, so their food is easy to cook over an open fire. South China, China Guangdong dimsum Local people have elegant living habits. After students finish filling in the form, the teacher checks and corrects it, and guides students to find the writing order of the passage: the passage adopts the order of space and time, starting from the author’s experience of Chinese food in America, and then introducing his experience of tasting food in different regions of China, which makes the structure of the passage clear and logical. Third, careful reading. The teacher guides students to read the passage carefully, analyze the key paragraphs and sentences, and deeply understand the author’s emotional changes and the cultural connotations behind the food. For the second paragraph, the teacher asks students to read it carefully and answer: Why does the author say that General Tso's chicken cannot tell us much about the Chinese, but can tell us a lot about Americans? After students discuss, the teacher summarizes: General Tso's chicken is not an authentic Chinese recipe, but a modified version to suit American tastes. It reflects that Americans love bold and simple flavors, and they are not afraid to try new foods, which shows the personality and living habits of Americans. This paragraph also contrasts with the subsequent introduction of authentic Chinese food, highlighting the characteristics of authentic Chinese food and its cultural connotations. For the third paragraph, the teacher guides students to pay attention to the sentence “Tired, hungry, and not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten.” The teacher asks students to analyze the structure of this sentence (adjective phrases as adverbials) and the author’s mood when writing this sentence. Students can find that the author was tired and confused at that time, but the chef’s enthusiasm made him feel warm, which reflects the friendship and kindness of Chinese people. The teacher also guides students to understand the meaning of “Sichuan pepper corns” mentioned in the paragraph, which is a characteristic condiment of Sichuan cuisine, and its unique taste made the author experience a brand-new taste, laying a foundation for the author’s subsequent love for Chinese food. For the fourth and fifth paragraphs, the teacher asks students to read them carefully and discuss: What do the boiled dumplings in Shandong and the roasted lamb kebab in Xinjiang reflect about the local people and their living habits? After discussion, the teacher summarizes: Boiled dumplings are a traditional dish in North China, and making dumplings is a family affair, which reflects that local people attach great importance to family. Roasted lamb kebab is a traditional food of Kazak and Inner Mongolian people, who traditionally wandered the open range on horses, so their food is easy to cook over an open fire, which reflects their living habits and historical traditions. For the last paragraph, the teacher guides students to read it carefully and understand the author’s deep understanding of the relationship between food and culture: Food reflects the regional characteristics, living styles and preferences of local people. Although food cannot fully reflect a person’s personality, it is an important part of culture, and it connects people together. The teacher asks students to think: What can we learn from the author’s experience? The teacher guides students to realize that we should respect and understand different food cultures, understand the cultural connotations behind food, and enhance cultural confidence and cross-cultural communication ability. In this link, the teacher should pay attention to guiding students to think independently and discuss actively, and timely answer students’ questions. For some difficult sentences and cultural connotations, the teacher should explain them in detail, combining examples and context, to help students understand deeply. At the same time, the teacher should guide students to master reading strategies such as skimming, scanning and careful reading, and improve their reading ability. Step 4: Post-reading (Consolidation and Extension) Post-reading is an important link to consolidate the reading content, apply the learned knowledge, and expand the topic. This link is divided into three parts: vocabulary and sentence pattern consolidation, discussion and expression, and topic extension. First, vocabulary and sentence pattern consolidation. The teacher designs some exercises to help students consolidate the core vocabulary and sentence patterns learned in the passage. For example, fill in the blanks with the correct form of the given words: 1. The dish ______ (consist) of fresh vegetables and meat. 2. This is an ______ (authentic) Chinese recipe passed down from my grandmother. 3. ______ (Tire) and ______ (hungry), he fell asleep as soon as he got home. For the sentence pattern exercise, the teacher asks students to imitate the key sentence patterns in the passage to make sentences, such as using attributive clauses to describe a kind of food, and using adjective phrases as adverbials to describe a scene. After students finish the exercises, the teacher checks and corrects them, and explains the wrong answers in detail to ensure that students can master and apply the learned vocabulary and sentence patterns. Second, discussion and expression. The teacher divides students into groups of 4-5, and sets up discussion topics: 1. What is your favorite local food? What is its cultural connotation? 2. How can we introduce Chinese food culture to foreigners in English? 3. What should we do to inherit and develop Chinese food culture? Each group discusses for 10-15 minutes, and then invites 2-3 groups to share their discussion results. When students share, the teacher should listen carefully, timely affirm their good expressions, and correct their wrong words and sentence patterns. For example, if a student says “I like dumplings, it is a traditional food in China”, the teacher should guide the student to use the attributive clause: “I like dumplings, which is a traditional food in China.” This link not only helps students consolidate the learned knowledge, but also improves their oral expression ability and cooperative learning ability. Third, topic extension. The teacher introduces the food cultures of other countries, such as Italian pizza, Japanese sushi, and Indian curry, briefly introduces their characteristics and cultural connotations, and guides students to compare the differences between Chinese food culture and foreign food cultures. The teacher asks students to think: What are the differences between Chinese food culture and foreign food cultures? What are the reasons for these differences? Through discussion, students can better understand the diversity of food cultures, and cultivate their cross-cultural tolerance and communication ability. In addition, the teacher can assign a small task: Let students collect information about a kind of foreign food and its cultural connotation, and share it in the next class. This task can not only expand students’ knowledge, but also improve their autonomous learning ability and information collection ability. Step 5: Summary and Homework First, summary. The teacher summarizes the content of this class with students: In this class, we read the passage Culture and Cuisine, understood the author’s experience of tasting Chinese food in America and various regions of China, mastered the core vocabulary and sentence patterns related to food and culture, and deeply understood the connection between food and culture. We also discussed the cultural connotations of local food and the ways to introduce Chinese food culture to foreigners, which helped us improve our reading ability, oral expression ability and cross-cultural communication ability. The teacher emphasizes that food is a carrier of culture, and we should respect and understand the diversity of food cultures, inherit and develop Chinese food culture, and enhance our cultural confidence. Then, homework arrangement. The homework is divided into three levels, aiming to meet the needs of different students: 1. Basic homework: Recite the core vocabulary and key sentences of the passage, and write a short passage (80-100 words) about your favorite food and its cultural connotation. 2. Improved homework: Find more information about Chinese food culture, and write a short passage (120-150 words) about how to introduce Chinese food culture to foreigners. 3. Challenging homework: Compare the food culture of China and one foreign country, and write a short essay (150-200 words) to analyze their differences and reasons. In addition, the teacher reminds students to preview the next part of the unit, and collects the homework after the next class to check the learning effect of students and timely adjust the teaching plan. Step 6: Blackboard Design The blackboard design is concise and clear, focusing on the key content of the class, which helps students sort out the knowledge and consolidate the learning content. The blackboard design is as follows: Unit 3 Food and Culture - Reading and Thinking 1. Theme: You are what you eat (Food is a carrier of culture) 2. Core Vocabulary: cuisine, authentic, consist of, stuff, roast, pepper, dumpling, dimsum 3. Key Sentence Patterns: ① Attributive Clause: General Tso's chicken, which consists of fried chicken covered in a sweet sauce, is probably not an authentic Chinese recipe. ② Adjective Phrases as Adverbials: Tired, hungry, and not knowing a word of Chinese, we had no idea how to order. 4. Author’s Experience: America (General Tso's chicken) → Beijing (Sichuan food) → Shandong (dumplings, pancake rolls) → Xinjiang (lamb kebab) → South China (dimsum) 5. Core Literacy: Language Ability, Cultural Awareness, Thinking Quality, Learning Ability In the whole teaching process, the teacher adheres to the student-centered teaching concept, guides students to participate in various teaching activities actively, focuses on cultivating students’ four-dimensional core literacy, and makes students not only master the language knowledge, but also improve their comprehensive language application ability and cultural literacy. At the same time, the teacher pays attention to the connection between teaching content and students’ life experience, makes the teaching content more vivid and practical, and stimulates students’ interest in learning English. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $